High Standards for English Language Learners (ELLs).
ELLs are held to the same high standards and expectations as all students. Curriculum, instruction, and assessment in all classrooms serving ELL students are aligned with New York State standards in the seven core areas.
Strong Literacy Development for English Language Learners (ELLs).
Literacy is developed through native language arts, English as a New Language, and English Language Arts curricula aligned with the Common Core Standards for ELA/Literacy.
Qualified and Well-Trained Educators of English Language Learners (ELLs).
There are sufficient numbers of well-prepared, competent, and appropriately certified teachers, administrators, and staff working with ELL students. The staff members participate in ongoing, long-term staff development with strong emphasis on the State learning standards. The single most critical element for successful learning by the ELL students is the quality and preparation of the teachers.
District/School-Based Leadership Committed to Educational Excellence and Equity for ELLs.
The superintendent promotes educational excellence for the ELLs. The school leadership is highly articulate regarding curriculum and instructional classroom strategies for ELLs and is highly supportive of their ENL instructional staff. Flexibility and expansion of instructional time are supported.
Positive School Climate for Limited-English Proficient English Language Learners (ELLs).
The languages and cultures of ELLs are respected and valued throughout the school. ESOL teachers are an integral part of the instructional staff and they are provided with the support, materials, and resources needed to be successful.
Parent/Family and Community Involvement in the Education of English Language Learners (ELLs).
Parents of ELLs are made to feel as important members of the school community and are meaningfully involved in the education of their children.
Assessment and Accountability.
ELL students performance and services are assessed on an ongoing basis at all levels using multiple, fair, and equitable measures. Assessment is conducted in the native language and in English as appropriate. The information obtained is used to determine student academic progress, the level of English language acquisition, and to refine services to ELLs and report outcomes.